Day 2 marine taxonomy

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Marine Taxonomy

State Standards: GLEs/GSEs


Finishing up LS 2:3a

National Standards:

Context of Lesson:

The Marine Taxonomy lesson is the second in the sequence of the Marine Bio Unit. This lesson is essential in providing students with the background knowledge necessary to study specific phyla of organisms. Marine taxonomy has students compare and contrast the characteristics that marine organisms possess, thereby allowing students to grasp the basis on which scientists classify organisms (marine and terrestrial) and why. This lesson also provides a framework for the Marine Bio Unit. The lessons from Day 2 through Day 12 (Marine Mammals) will contain content pertaining to the least to most complex organisms in order. During Day 2 students are also assigned their invertebrate for the large Invert Website Project.

Opportunities to Learn:

Depth of Knowledge

  • DOK Level 2: Students will classify organisms based on physical characteristics

Prerequisite Knowledge

  • Basic understanding of Linnaean taxonomy (Kingdom,Phylum,Class,Order,Family,Genus,Species)
  • Understanding of scientific nomenclature

Plans for Differentiating Instruction

Accommodations and modifications

Environmental factors

  • Students will be finishing up the Eco-Speed Teaching activity from Day 1. (set-up described in Day 1 LP )
  • Although students will work independently in order to classify the organisms during the activity, they will be allowed to spread out to the lab benches, and discuss the activity with their peers.

Materials


Objectives:

  1. Students will properly classify an assigned organism based on the organism's physical characteristics.

Instruction:

Opening:

  • Students will be asked to meet with their group at their previously assigned lab bench as soon as they walk in *Instructions posted on board*
    • Groups will be given 2 minutes to look over their finished posters.
  • Once prepared to teach the class about the ecosystem poster, groups will attempt to complete a challenge question *posted on board* for 2 pts. extra credit on poster assignment
    • Complete the taxonomic chain. Fill in the left out taxonomic categories
      • Kingdom, _,Class,,,Genus,__
      • Hint: King Phillip Came Over From Germany Swimming

Engagement:

  • Eco-Speed Teaching activity will begin.
    • Groups are given 2 minutes each to explain the posters to the class and listening groups fill in the graphic organizers.
    • Groups will rotate until all ecosystems have been explained to all.
    • Class will come back together to discuss any missing information in the graphic organizers.
      • Will you provide a graphic organizer for the listeners? This may increase audience attention.
      • If you take digital photos of each poster, you could post them on your wikispace as background info.
  • Teacher segue into Marine Taxonomy lesson
    • "We saw how varied the Marine ecosystems were. As scientists it is important that we use terms that all scientists, across the world even, will understand. Can you think of any terms that are universal in the scientific community? (measurement/metric, ...scientific names)"
    • "Big hint, what did the challenge question represent? Did any of the groups answer the question completely and in the correct order?"
      • Groups take time to share results, winner of the challenge will be named.
    • "Scientific names are based on a very specific system of classification, does anyone remember the break down of the classification system used in biology? Who is it named after? (KPCOFGS, Linneaus)" *Maybe introduce the acronym "King Philip Came Over From Germany Swimming*
    • "For Marine biology purposes we are going to apply that classification system to Marine organisms. We'll learn the basics of Marine Taxonomy today and get deeper into specifics over the course of the unit. This is an important statement, since it explains why they are re-learning taxonomy. Be sure not to omit it!
  • Students will view a powerpoint detailing the major classifications.
    • Students will fill in a graphic organizer to help keep track of the information being presented.
  • Classification activity:
    • Students given organism info sheet, with diagram/picture and information about a specific organism.
    • Students will work to classify the organism based on the picture and information about the organism's characteristics.
    • When finished, students will share their results and explanations with the class.
      • Teacher will generate a booklet of all the organism info sheets to be distributed at a later date. This might turn out to be a problem, because of the time involved and the paper. Why not make reference pages on your wikispace? If you can scan their sheets, a student could be assigned the task of creating the pages.
      • The booklet will can be used as a resource later on in the unit, as most of the organisms described will be discussed.
  • Invert website project assigned.Students allowed to pick from list of inverts to research
    • All choices will either be inverts from the hydrothermal vent communities, or invasive species
    • Project specifics will be explained. Students given an info sheet, as well as the rubric. Do students know how to work in the web environment you're going to use? If not, they might need some time to orientate themselves. Ss technical prowess is generally overestimated these days.

Closure:

  • If time allows, students will be able to start their research on the class set of laptops.
    • This project will be ongoing, and will build off of several days of lessons. Students will be given more time in class to work on the project as well as ask any questions that arise.
    • Depending on the norms in your class, suggesting students start online research toward the end of class might be taken for code meaning: Class is over, you can now startup a computer to check your facebook. Instead, I would either give them class time to use computers (w/ an explicit goal) or just discuss their work so far.
    • Why not give them something they can do at home, where their access to computers is better?
  • Students given handout of important taxonomic terms discussed in class. These terms will appear later on in the unit during Day 4 as a refresher "quiz."
  • You should review what they did this day and remind them of its roll in the overall project/unit. If they show you their work so far, you can provide better formative feedback, and communicate your expectations.

Assessment:

  • Classification practice worksheet


Reflections

(only done after lesson is enacted)

Student Work Sample 1 – Approaching Proficiency:

Student Work Sample 2 – Proficient:

Student Work Sample 3 – Exceeds Proficiency: